Explore eyewitness research
The Open University, OpenLearn: Forensic psychology
Compare study routes, then explore evidence and human judgment through eight free lessons. Diagrams, fictional scenarios, worked examples, and quick checks help you separate observation from interpretation and match conclusions to the evidence.

This adult introduction examines evidence and judgment through a fictional library incident, with no real cases.
Choose free reading for an introduction, a short taught course for structured study, or one academic subject with prerequisites. The comparison separates these purposes; you can also start our eight free lessons on evidence and human judgment.
Forensic psychology applies psychological knowledge to legal questions, including memory, decision-making, and the quality of evidence. The APA overview describes work spanning several psychology specialties. Our course concentrates on how claims are formed and evaluated, using an ordinary fictional incident.
Compare an open introduction, a scheduled subject, and a short taught course. Their content and entry requirements differ.
The Open University, OpenLearn: Forensic psychology
University of Massachusetts Lowell, PSYC.3050-061: Psychology and Law
University of Essex Online, Applied Forensic Psychology
| Provider and offering | Type | Scope | Audience | Access | Workload | Entry requirements | Assessment | Availability |
|---|---|---|---|---|---|---|---|---|
| The Open University OpenLearn: Forensic psychology | free resource | Eyewitness evidence and cognition; includes investigation material | UK provider; introductory public online learning | Free reading; account for all quizzes and activities | 24 study hours; eight units labeled weeks | No previous psychology or investigation study required | Quizzes and activities | Available to start now |
| University of Massachusetts Lowell PSYC.3050-061: Psychology and Law | university subject | Psychology and law, including eyewitness evidence and jury selection | US; online, with new-student registration offered | Paid tuition plus registration fee | Winter 2027: December 28 to January 17 | PSYC.1010 Intro to Psychological Science | Assessment format not stated on listing or general FAQ | Listed open |
| University of Essex Online Applied Forensic Psychology | short course | Forensic psychology, ethics, and UK justice-system applications | UK provider; online, with international fees listed | Paid tuition; required materials included | 13 weeks, including one induction week | No formal qualifications or experience; English equivalent to IELTS 6.5 if applicable | Assessed discussions, written assignments, journal entries | January 2027 start listed; places limited |
These lessons require no previous psychology study. Longer courses differ: UMass Lowell requires introductory psychological science, while Essex lists no formal prior qualification or experience requirement but specifies English proficiency. Compare reading, assignments, and calendar dates separately from the estimated time for this introduction.
By the end you can distinguish a research question from a legal decision.

Forensic psychology applies psychological knowledge to legal questions. Research about a general process does not settle an individual dispute. Decision makers must also consider the relevant rules and other evidence.
Our fictional incident concerns a folder moved between tables during an adult library workshop. The lessons examine accounts of the movement, without establishing ownership, permission, or intent.
A draft says, "Memory can change, so this dispute is settled." Identify the missing reasoning.
The draft jumps from a general research finding to a specific decision. It supplies no record of what happened to this folder, no account of the relevant rules, and no independent evidence about permission. A better question is whether the accounts were collected under conditions that could influence recall. Psychological expertise can inform that question while keeping the final decision and its additional requirements separate.
Takeaway: A research finding informs a question; it does not settle every decision. (source)
Source: American Psychological Association. Specialty Guidelines for Forensic Psychology.
By the end you can classify details in two accounts of one event.

An observation reports something perceived; an inference proposes what it means. Even an observation is a report, not an independently verified recording. Attributing each detail preserves its origin.
The fictional accounts below concern one folder. Agreement about movement does not establish purpose. Information heard afterward should remain distinct from what a speaker reports seeing during the event.
Alex: "I saw an adult lift the blue folder from the round table and place it by the window." Morgan: "I saw the folder moved. I assumed it was being hidden. Later, someone said the window table was reserved."
Classify Alex's movement report, Morgan's hiding claim, and Morgan's booking detail. What can both accounts support?
Alex reports an observation of movement. Morgan reports a similar observation but adds an inference about hiding. The booking detail is later information attributed to someone else, not a direct observation of permission. Together the accounts support only that both speakers report a folder changing tables. They do not independently establish the movement or its purpose. Keep the three categories visible when writing a summary of the evidence.
Takeaway: Preserve what was seen, what was inferred, and what was heard later. (source)
Source: American Psychological Association. Specialty Guidelines for Forensic Psychology.
By the end you can identify a possible source of later information.

Laney and Loftus explain that later information can influence recall. Remembering includes judging where a detail originated. A conversation may become difficult to distinguish from an original view.
The misinformation effect has appeared across many studies, with effects depending on conditions. In the folder exercise, trace each detail's first appearance. Later emergence alone does not prove an account false.
A later account adds a red label after a group conversation. What two records would help evaluate that addition?
Compare the first recorded account with a record of what was said in the conversation. If the label first appears afterward, that establishes a sequence worth investigating, not proof of contamination. The original account could have omitted a genuine detail, and the conversation might contain accurate or inaccurate information. Source monitoring asks where a recollection came from; it does not allow the reviewer to replace missing evidence with certainty.
Takeaway: A later detail needs a source history. (source)
Source: Laney, C., and Loftus, E. F. Eyewitness Testimony and Memory Biases. Noba.
By the end you can remove an assumption from a recall question.

A question can introduce information as established. Loftus and Palmer (1974) found wording effects on reports about filmed events. Their controlled tasks do not show that every leading question changes memory.
"Where was the folder hidden?" assumes concealment. "What happened to the folder?" leaves the action open. Removing the assumption avoids supplying that detail, without guaranteeing accurate recall.
Rewrite "Why did the hurried visitor hide the folder?" and identify the assumptions you removed.
One revision is "What do you remember about the folder and the person near it?" The original supplied speed, concealment, and a motive-seeking frame. None was established by the reported movement. The revision still directs attention toward a topic, so it is not a guarantee of perfect recall. It illustrates how to avoid embedding unsupported details in a fictional research prompt, while preserving the information needed to answer.
Takeaway: A question can add a detail before an answer begins. (source)
By the end you can explain why the timing of confidence matters.

Wixted and Wells (2017) found initial confidence informative in adult identification research under specified conditions: an uncontaminated first test, fair lineup, no administrator influence, and an immediate confidence statement.
Later confidence after feedback is different evidence. These results do not make certainty a truth detector or automatically extend to narrative details. Ask when and how confidence was recorded.
The fictional folder observer sounds more certain after others agree. Does the review establish greater accuracy now?
No. Increased certainty after agreement is not the initial confidence measure discussed by Wixted and Wells (2017). It also concerns a narrative detail rather than necessarily an identification task. The change alone establishes neither greater accuracy nor inaccuracy. A careful account would preserve the original statement, its timing, and the later feedback, then state that the actual folder movement still needs independent evidence.
Takeaway: Interpret confidence alongside its timing, task, and collection conditions. (source)
Source: Wixted, J. T., and Wells, G. L. (2017). Psychological Science in the Public Interest, 18(1), 10-65.
By the end you can propose a check on a favored explanation.

Kassin, Dror, and Kukucka (2013) reviewed how expectations can influence forensic judgments. Their review does not establish bias in every expert or decision.
In the folder exercise, compare concealment with permitted relocation. Seek evidence that could distinguish them, and preserve the initial description before adding context. This illustrates a reasoning strategy; it is not a validated procedure for resolving disputes.
An invented review keeps only comments supporting concealment. Name an omitted check and explain its purpose.
The review should also look for evidence that would challenge concealment, such as a contemporaneous instruction to move the display. It should retain the original movement description so later interpretations remain distinguishable. Finding an instruction would still require checking its relevance and authenticity. The point is to compare explanations against evidence, rather than treat a favored story as a fact. The review motivates this concern without guaranteeing that one check removes bias.
Takeaway: Ask what evidence could challenge the explanation you favor. (source)
By the end you can distinguish agreement from independent support.

Groups can influence judgments through a desire to fit in or a belief that others know more. Social influence research distinguishes these pressures from one another.
Juries make group decisions under specific rules; our workshop review cannot reproduce that setting. Several reviewers repeating one account do not create independent observations. Record each conclusion's source as well as the agreement.
A fictional panel agrees after hearing only Alex. What should its summary say about the evidence base?
It could say, "The panel agreed on a reading of Alex's account; it did not obtain three independent accounts." The summary should preserve any unanswered questions about viewpoint and later discussion. Agreement itself does not show whether the reasoning was accurate or socially influenced. Social influence concepts explain possible processes, but this invented panel supplies no measurement of those processes and no prediction about an actual jury.
Takeaway: Count independent sources separately from people who agree. (source)
Source: OpenStax. Psychology 2e, section 12.4: Conformity, Compliance, and Obedience.
By the end you can write a conclusion that preserves uncertainty.

The APA guidelines emphasize impartiality, appropriate expertise, corroboration where feasible, and a clear basis for conclusions. Explaining uncertainty helps readers understand the evidence.
Finish the folder exercise by identifying what each account supports and what remains unanswered. Keep reported movement, inferred purpose, and later information separate. A short summary can preserve these distinctions without assigning an unsupported motive.
Write two sentences summarizing Alex and Morgan without treating later information as direct observation.
Alex and Morgan both report that a folder changed tables during the fictional workshop. Morgan interprets the move as hiding and mentions a reservation heard about later, but neither account establishes purpose or permission. This summary preserves the sources and distinguishes observation from interpretation. Additional evidence might clarify the event; the present material does not settle it. An explicit limitation is more informative than either unwarranted certainty or dismissing all testimony.
Takeaway: State the conclusion and the boundary of its support. (source)
Source: American Psychological Association. Specialty Guidelines for Forensic Psychology.
A forensic psychologist applies psychological knowledge to legal or administrative questions. The work can draw on cognitive, social, developmental, and other specialties. This introduction focuses on memory, evidence, and judgment; it teaches concepts for reading research rather than preparing readers to offer expert opinions. (source)
Match the study to its purpose. One psychology-and-law class, such as UMass Lowell's scheduled subject, suits a reader who wants the research base. The Bureau of Labor Statistics states that clinical and counseling psychologists typically need doctoral study and that most states require licensure to practice or use the title psychologist. Doctoral study therefore prepares people for assessment, research, and teaching roles; completing this introduction establishes none of that. The providers here are not ranked. (source 1, source 2, source 3)
Yes. ASU lists an online forensic psychology MS program covering psychological research, legal decision-making, and related topics. Its overview says students considering further research study should check whether the preparation fits that next program. Compare the actual curriculum and admissions requirements before treating any program as interchangeable with another. (source)
Published pay figures describe psychologists in general, not forensic work. The Bureau of Labor Statistics reports a median annual wage of 99,110 dollars for psychologists in May 2025, with large differences between settings and specialties. It lists forensic psychologists as those who work with judges and attorneys, without a separate pay figure. Role, employer, and location decide the number; no course promises a pay outcome. (source)
You can complete all eight lessons, checks, and worked answers here free. OpenLearn also offers a longer free resource focused on eyewitness evidence, with reading available immediately and an account needed for all activities. Its broader investigation material differs from our fictional library exercise. (source)
You will separate observation from inference, identify information added after an event, rewrite a leading question, and interpret confidence with its collection conditions. The final exercises examine group agreement and evidence limits. The aim is to produce a more accurate explanation of what a source does and does not establish. (source 1, source 2, source 3)
Requirements are provider-specific. UMass Lowell lists introductory psychological science for its scheduled subject. Essex lists no formal qualification or experience requirement but specifies English proficiency. Its course lasts thirteen weeks, including induction. Read these as different study formats, rather than converting every calendar week into the same workload. (source 1, source 2)
Psychology.com. (2026, November 5). Forensic Psychology Course. Psychology.com. https://psychology.com/courses/forensic-psychology